The document discusses the importance of social interactions for child development from birth through age 5. It states that social interactions help children establish identity, learn appropriate social behaviors, and develop communication, cognitive, and motor skills. The document outlines key social and emotional milestones for each age group, such as smiling and laughing as infants, parallel play as toddlers, and developing friendships among peers at age 4-5. It emphasizes that parental interactions and socialization are crucial for healthy development, while social isolation can cause issues.

1. Interaction

2. Interaction
Interaction is a kind of
action that occurs as two
or more objects have an
effect upon one another.

3. Importance of Social Interactions
1. Begin to establish a sense of “self”
2. To learn what others expect of them
3. Children learn appropriate social behaviors (sharing,
cooperating, and respecting the property of others)
4. Communication, cognitive, and motor skills
5. To develop appropriate social skills
6. Higher self-esteem and show a greater willingness
7. Affects future educational and vocational
opportunities
8. Provides many learning opportunities for young
children

4. The significance of social and
emotional development is seen in
every area of a child's life.
A child will have a strong foundation
for later development if he or she can
manage personal feelings, understand
others‘ feelings and needs, and interact
positively with others.

5. Parental Interactions
• Parental interactions with children can have a
largely positive or negative effect on child
development.
• Parents who spend time playing and teaching
their kids through reading and by performing
various types of hands-on games and activities
can have a positive impact on their child’s
development. On the flip side, parents who
ignore or neglect to interact with their children in
a positive way may be hindering their healthy
development.

6. Social Interaction
• Research has shown that social isolation or
lack of socialization can lead to early
childhood development issues, such as speech
problems or an inability to socialize with
others in a civilized way.

7. Emotional Development
• Extends trusting relationships to other adults and
to children with whom he or she plays frequently;
shows preferences for these adults and children .
• Shows strong sense of self as an individual .
• Recognizes feelings when emotions are labeled
by adult .
• Continues to find the regulation of emotions
difficult. As a result, frustration may still trigger
tantrums. Uses a wider range of coping strategies.
Continues to need a great deal of adult support.

8. Social Development
• Enjoys playing alongside other children, but
doesn't interact a great deal with them
• Depending on his or her exposure to other
children, may start to have favorite playmates
and warm bonds with others
• Shows awareness of others' feelings. May try to
give basic help
• Looks to adults for comfort when conflict
happens. With much adult support, begins to
develop some strategies for resolving conflicts
constructively

9. Age Milestone
The first year From the start, babies eagerly explore their world-and that includes
themselves and other people.
Birth-3 months Babies spend a lot of time getting to know their own bodies. They:
· Suck their own fingers
· Observe their own hands
· Look at the place on the body that is being touched
· Begin to realize she is a separate person from others and learn how
body parts, like arms and legs, are attached
Infants are interested in other people and learn to recognize primary
caregivers. Most infants:
· Can be comforted by a familiar adult
· Respond positively to touch
· Interact best when in an alert state or in an inactive and attentive
state
· Benefit from short, frequent interactions more than long, infrequent
ones
· Smile and show pleasure in response to social stimulation

10. 3 -6 Months Babies are more likely to initiate social
interaction. They begin to:
· Play peek-a-boo
· Pay attention to own name
· Smile spontaneously
· Laugh aloud
6 —9 Months Babies show a wider emotional range and
stronger preferences for familiar people. Most
can:
· Express several clearly differentiated
emotions
· Distinguish friends from strangers
· Respond actively to language and gestures
· Show displeasure at the loss of a toy

11. 9- 12 Months As they near age one, imitation and self-regulation gain importance. Most
babies can:
· Feed themselves finger foods
· Hold a cup with two hands and drink with assistance
· Hold out arms and legs while being dressed
· Mimic simple actions
· Show anxiety when separated from primary caregiver
1-2 Years Children become more aware of themselves and their ability to make things
happen. They express a wider range of emotions and are more likely to
initiate interaction with other people. At this stage, most children:
· Recognize themselves in pictures or the mirror and smile or make faces at
themselves
· Show intense feelings for parents and show affection for other familiar
people
· Play by themselves and initiate their own play
· Express negative feelings
· Show pride and pleasure at new accomplishments
· Imitate adult behaviors in play
· Show a strong sense of self through assertiveness, directing others
· Begin to be helpful, such as by helping to put things away

12. 2-3Years Children begin to experience themselves as more powerful, creative "doers."
They explore everything, show a stronger sense of self and expand their range
of self-help skills. Self-regulation is a big challenge. Two-year-olds are likely to:
· Show awareness of gender identity
· Indicate toileting needs
· Help to dress and undress themselves
· Be assertive about their preferences and say no to adult requests
· Begin self-evaluation and develop notions of themselves as good, bad,
attractive, etc.
· Show awareness of their own feelings and those of others, and talk about
feelings
· Experience rapid mood shifts and show increased fearfulness (for example,
fear of the dark, or certain objects)
· Display aggressive feelings and behaviors
Children enjoy parallel play, engaging in solitary activities near other children.
They are likely to:
· Watch other children and briefly join in play
· Defend their possessions
· Begin to play house
· Use objects symbolically in play
· Participate in simple group activities, such as singing clapping or dancing
· Know gender identity

13. 3-4 Years As their dexterity and self-help skills improve,
3-year-olds become more independent. Most
can:
· Follow a series of simple directions
· Complete simple tasks with food without
assistance, such as spreading soft butter with
a dull knife and pouring from a small pitcher
· Wash hands unassisted and blow nose when
reminded
Children become more interested in other
children. They are now more likely to:
· Share toys, taking turns with assistance
· Initiate or join in play with other children
and make up games
· Begin dramatic play, acting out whole
scenes (such as traveling, pretending to be
animals)

14. 4-5 Years At this age, children are more aware of
themselves as individuals. They:
· Show some understanding of moral reasoning
(exploring ideas about fairness and good or bad
behavior)
· Compare themselves with others
4-year-olds are very interested in relationships
with other children. They:
· Develop friendships
· Express more awareness of other people's
feelings
· Show interest in exploring sex differences
· Enjoy imaginative play with other children, like
dress up or house
· Bring dramatic play closer to reality by paying
attention to detail, time, and space

15. Basic interaction skills
• Making frequent eye contact
• Smiling when greeting people and talking
• Showing "confident" body language: an
open, direct stance, not fidgeting or twisting.
• Basic politeness: saying please and thank-you,
saying hello and good-bye, etc.
• Showing interest in others, e.g., asking how
their day was, how they thought they went
on an exam, etc.

16. Prepared By: